%0 Journal Article
%T How High School Coursework Predicts Introductory College
%A Chenoa S. Woods
%A Shouping Hu
%A Tamara Betrand Jones
%A Toby Park
%J Community College Review
%@ 1940-2325
%D 2018
%R 10.1177/0091552118759419
%X Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll directly in college-level courses regardless of academic ability. The purpose of this study is to understand how students¡¯ high school transcript information can be used in the academic advising process when students are no longer required to take standardized placement tests. Method: We used a combination of high school courses from statewide student-level data and conducted logistic regression analyses to understand how these courses help predict success in English Composition 1 and Intermediate Algebra. We also developed student profiles and presented predicted probabilities to illustrate how students with different combinations of high school coursework were predicted to pass their courses. Results: The results indicated that, generally, when students enrolled in introductory college-level courses, those with higher levels of high school preparation were predicted to pass at higher rates. However, even students whose coursework designated them as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra. Contributions: We recommend that college academic advisors use high school coursework, in addition to other factors, when advising students into courses and that advisors support students¡¯ success by referring them to appropriate support services. We call for additional research to further understand how high school coursework can be used for flexible placement policies
%K course placement
%K academic advising
%K education reform
%K student success
%K student outcomes
%U https://journals.sagepub.com/doi/full/10.1177/0091552118759419